Folkloreterm paper on capoeira Term Example | Topics and Well Written Essays - 2500 words

Folkloreterm on capoeira - Term Paper Example This style is known today as Capoeira and reflects much of the Brazilian culture. This paper explores the rituals of Capoeira, revisits the history of the martial art and the country it originated from, takes a look the cultural aspect of the art, and explains the relevance of Capoeira to the style that is practiced today in the United States. The Ritual One of the interesting parts of this style of training is that the students usually learn to sing and play an instrument as a part of their training and development in Capoeira. Songs are sang in Brazilian Portuguese, which is why students are encourage to learn at least a basic understanding of the language. According to Lucia Viti (2003), the songs are used to set the pace of the fight. Chanting and clapping are also used to create rhythm and add excitement to the class. Some fights are aggressive and exciting, while others are low and intertwined. Capoeira contains a wide range of musical instruments used to mediate the mood or fe el of the class and widen the skills of the practitioner, particularly the advanced students. Some of the instruments allowed and commonly used in Capoeira are the drums, agogos, tambourines, berimbaus, the ago-ago, known in the United States as a cowbell. ... The Breakdown of the Classes, Fights, and Events The class is often broken down into two sections. In the first section of the class, the students are working on their technique, warming up, and learning concepts about the game. In the second section, the students get together as a group and form a ring. Two students are chosen to step inside the ring and perform. These students engage in a non-violent fight where they display their skill to the group. The other members of the group, still forming a ring, chant and sing while the two in the middle fight. The participants can be male or female and sometimes they are pitted against each other. To begin, the opponents squat down low to the ground to shake hands with each other. The ginga, or the swing, is the most basic move in and more or less the fighter’s stance. This would be equivalent to the sparring stance in Taekwondo or another sparring sport. This is acceptable, since this is not a contact sport. During the fight, the e valuation examines the fight itself and how it feels rather than focusing on the fighters. The fighters are considered successful when they follow the feel or rhythm of the music and atmosphere. According to Delmont (2006), â€Å"Festivals include baptism and graduation ceremonies, when masters from other cities come in to judge, give demonstrations, and teach classes† (____) Acrobatics are an important element that sets Capoeira apart from many other martial arts. Capoeira involves cartwheels and inversions often as a part of the intent of the fighters. The acrobatics display physical ability and serve a diversion to the opponent. Many fighters implement acrobatics into their fighting styles. Even instructors in their 50s

Treaty of Versailles Essay Example for Free

Treaty of Versailles Essay As solders on the battlefields celebrated, families reunited, and the unlucky ones mourned, the war was finally over, as of 11 o clock on the morning of November 11th in 1918 (Vaughan, 1-2). The solders that survived came home, and the unlucky ones did not; some families united, and other families mourned for their loved ones. Everybody started celebrating the end of the first major war, where so many young lives were lost; so many people were permanently scarred for life or suffered horrible war-injuries (Vaughan, 1-2). The Treaty of Versailles was the treaty formed at the end of World War I, which many historians say caused the next major war, WWII. The reason for this, they say, is because of too many harsh laws included in the treaty, which put the full blame of Germany. Germany was blamed, because they lost the war, and so every other country used them as easy scapegoat, for all of the damage and loss of lives that had just happened. Of course as the scapegoat, Germany was forced and had to pay huge amounts of reparation fees and had to give up most of their land for no real apparent reason (Vaughan, 1-2). All of these heavy burdens and mistakes were just being thrown on the Germans and their nation for no other reason than the fact that they had lost the war. Germany did not even start the war, at a matter of fact (abid). Two month later, after WWI, leaders gathered in Paris to make a treaty, the treaty of Versailles. This treaty like all treaties in history, was to help maintain peace and to prevent war. But in this case, it is not the same. The treaty actually encouraged war, than to prevent it (nv.cc.va.us). In a palace near Paris, France called Versailles, the new treaty was created. Named after the place it was written it, the treaty of Versailles was supposed to have a goal, which was of course to maintain the peace for as long as possible, like all treaties ever made. But which of course, less than twenty years went by, until the whole world experienced the biggest and deadliest war that they had ever seen, WWII (Mayer, 3365). This deadly war, WWII, affected at least every country in the world in one way or another and  the death number was in the millions. So therefore and obliviously the treaty did not do a very good (Vaughan, 1-2). The leaders who met to sign the treaty were known to the world as the Big Four, basically because the fate of Germany was put into their hands, and later the fate of WWII. This Big Four included these popular leaders: Woodrow Wilson (1856-1924), the president of the United States at the time, David Lloyd George (1863-1945), who was the prime minister of Great Britain, Georges Clemenceau (1841-1929), who was the premier of France), and finally, Vittorio Emanuele Orlando (1860-1952), the premier of France. Another name, which was not with or in the Big Four was Ulrich Von Brockdoff-Rantzau (1869-1928), and he was the leader of delegation; foreign minister who was given the treaty on behalf of Germany. He was the person who had to accept the terms or Germany would be completely annihilated (learn.co.uk). Many historians ask if the four leaders or idealists were, in definite seeking a just and lasting peace, or were they more concerned with vengeance and assurances of national security (Vaughan, 1-2)? The historians that said this quote thought that the leaders only were concerned with vengeances, and not assurances of national security, which they probably were. Many people say that the leaders were not trying to punish Germany for the cause of war, because everyone already knew that Germany in fact did not cause it, but actually were trying to help themselves to free German land and their money. Nobody really knows what were going in the minds of the Big Four, except for them, but everyone does know that whatever it was, it caused a great deal of tensions and, between Germany and the rest of Europe. (abid) A great example of a person trying to get free land at the time the treaty was being made was Georges Clemenceau, the premier of France. He wanted to detach the Rhineland, and wanted to post that in the treaty, but the president of the United States at that time, Woodrow Wilson, knew what he was up to. He knew that the premier has been looking for a way to annex Saar Basin from Germany from in which rich resource would be taken from (bbc.co.uk). The one and probably the only one positive result from WWI, was the beginning of the League of Nations, formed and organized by Woodrow Wilson, of the United States. Woodrow formed this organization which supported a way for nations and leaders throughout the world, to come together and talk instead of fight. It was a way to prevent war, basically. Woodrow Wilson invited all countries to join the league instead of use arms. Unfortunately many did not join and the idea thus became weak, just like the organization (learn.co.uk). In fact the person who created it, Woodrow Wilson withdrew from his own organization. This was after some of the other leaders wanted the organization to be restricted and not welcome Germany or other weak countries. These leaders liked Woodrows idea, except they wanted it to be an exclusive organization, and did not have the same idea as Woodrow did on this. So without the U.S. or Russia, the organization became weak, until of course W.W.II, where it was brought back up again. The League of Nations was and still is today, one of mankinds attempts to find a means of abolishing war, and maintaining peace for as long as possible (learn.co.uk). The League of Nations was a way for leaders all around the world to talk about the problem at hand, instead to quickly take arms, and cause violence. Thus this is one of mankinds attempts to maintain peace and avoid violence throughout the world. This peace treaty was acclaimed as the single official document that had the most influence on shaping the events (Vaughan, 3). The events that Vaughan was talking about, was of course WWII, and the treaty was famous, or acclaimed for causing or shaping the next war. Somewhere between the first major war, and twenty years after that, the next major war, the treaty took affect. People, mostly the Germans felt betrayed and vengeful, because of the presented treaty. In those twenty years, the treaty of Versailles was ignored and not in any way enforced by anyone. The treaty basically did not have any positive value and instead only had negative affects. For example, it made all German citizens angry, and lead up to dictatorship, or Hitler. Therefore many say that the treaty caused more harm than good, if any good at all (abid). The treaty statements would have been harsh and difficult for anyone, not just Germany, to handle. The treaty was composed of exactly 440 articles, maps, and illustrations which all commanded or told Germany what to do and what to give up (lib.byu). The list of the changes was long and harsh. The Big Four were busy making changes and playing with Germanys eastern borders, such as Czechoslovakia, Hungary, Yugoslavia, Rumania, Hungary, Poland, Lithuania, Latvia, Finland, Estonia, and the Rhineland (Mayer, 3365). All of these were either taken away from Germany, or were affected in some way by the terms of the treaty, as stated in Articles 27-30. The four leaders did not just want reparations, which were high enough, but even wanted to punish their enemies by taking away their land. Some countries were annexed away completely, and others were taken away from only in some parts, and all of the annexed areas were distributed among the countries that won. Ports, waterways, and even railways, all of which were German property, in the beginning, were now divided equally (Mayer, 3365). Also, the treaty talks about reducing Germanys military, naval and Germanys air-force (Articles 159 through 213), but of course since the treaty was never enforced, Hitler, who comes into play much later, does not even pay much attention to these rules (momo.essortment). On September 14, 1930, the new Nazi party was elected, and whenever Hitler, the ruler or dictator of the party, broke a rule stated in the treaty, the Germany people liked Hitler even more, because they despised the treaty. So thus everyone encouraged Hitler to build up his army, airplanes, and submarines (momo.essortment). How did Hitler come into power, and cause the deaths of billions around the world, ask historians. Or more important, how did this the treaty of Versailles affect Hitler or make him popular with the people? Well, the money was a big problem. The leaders made Germany deeply into debt, with their high-reparation fees. This of course would lead Germanys economy to  be dangerously low (Cecil, 20). The German money value decreased and the affect of that made many go into poverty. Many were asking why pay so much, even if their country did not start the war. Many lost jobs or committed suicides even, because problems were so bad (abid). So that is why the people hated the treaty of Versailles so much, especially since the treaty told them that money was not enough, and Germany had to give away their land, for free. This treaty caused not only bitterness at first, but made Europe grow a continued tension [that lasted] for the next two decades (Vaughan, 2) The treaty caused these tensions which builded and grew larger in the people, which resulted in a huge war, WWII. The people grew hatred, and did not know who to blame for all of this. Their hatred and anger turned on their government, which currently was the Weimar Republic (bbc. co.uk). During the time period of 1919 and 1923, the uprisings and trouble grew larger. Many revolutions and protests happened in the streets, all against their government. Groups like the communists, and others, like the right-wing nationalists tried to take advantage of this opportunity, by trying to overthrow the government and rule it for themselves [Everyone] blamed the government for accepting the treaty and tried to overthrow [them] (bbc.co.uk). The people or citizens did not know who to blame for the punishment that was put on them for no reason, so the people turned on their own government, and blamed them. At this time, where these uprisings were happening, a person by the name of Adolf Hitler was currently working as a spy at several anti-Semitic groups, in 1919. After fighting in WWI and suffering from poison gas, he was looking for some extra money and a temporary job from the German army, so he went and spied on these groups. Only two years later though, in 1921, his interest grew; he joined the party and soon became their leader (bbc.co.uk). As leader, Hitler tried to get as many people to join his party, as possible. He did things like change the name of the party, which included words like socialists, and nationalists so that the name would attract more people. Also he spoke to mass-audiences, and made speeches on how he would revive Germanys respect, and rule Germanys empire for more than 1,000  years (abid). Eventually, he got elected into power with the help of a friend, Paul von Hindenburg. But after he died, Hitler took the chance and became the new consensus successor or dictator. He had obtained full control over the country. After taking care of some business and eliminating those who opposed him (other parties and government institutions), he put Mein Kampf, his first plan, into full affect. This plan, was world domination and Hitler outlined this to his army generals, on November, 1937 (remember). Hitler did not just want to conquer more lands or get back the land stolen from them, but from his anti-Semitic values that he learned while working as a spy, he created dozens of death camps wherever his empire expanded to. Millions of people send to these death traps to die, and the only reason that they were sent to die was because they were considered inferior. Inferior, meaning a different religion, race, etc. (remember). Jews, homosexuals, and even the mentally handicapped were all targeted, considered to be inferior in the eyes of the racist Nazis, were all killed because of who they were, and for no other reason than that(abid). So in conclusion, did the so called peace treaty help in maintaining peace or bringing about conditions that helped Adolph Hitler rise to power to get revenge. German citizens thought that that all the stuff that Hitler was doing such as expanding Germany and killing millions was just or right; was just a common reaction from the many harsh laws inside the treaty. The people never thought that Hitler was too out of line, because they might have been too vengeful themselves or didnt have anything else on their mind, except hatred. Of course, not until the end of WWII, did everyone find the death camps, and what Hitler was really doing behind their backs. Adolph Hitler opposed the treaty while he was in power, and was supported by the Germans for so long, because of that, say historians (remember). For instance, every time he broke a law from the treaty, such as increasing his army, or expanding his borders, he would became more popular with his own people. Hitler played a significant role in causing World War II, less than twenty years later the terms of the treaty were written (abid). The person who wrote this quote told an obvious fact, Hitler did not jut play a significant role in the war, he basically caused the entire war himself. The  treaty of Versailles had ended WWI, in which millions of people, mostly young, fought and died in the belief that they were defending their homelands, their families, and their people, would soon cause another deadly war, this war even more deadlier than before. Millions of young lives and fellow citizens believed in slogans that yelled to them. Loud slogans on posters and bulletins yelled and predicted WWI to be, the war to end all wars, or the war to make the world safe for democracy (nv.cc.va.us). WWI was named these two things at the time, probably to enlist more and more people, but which of course both did not come true. WWI was not the war to end all wars, nor was it, the war that made it s afe for democracy.

The Futility of War: an Analysis of Erich Maria Remarque’s All Quiet on

Front Stories of wars and the resulting victories are usually told in highly embellished narratives that seek to cover the grim realities of war as much as they aim to whip up popular emotion in order to ensure support for any future wars among the masses. However, war, by its very nature, is neither desirable nor its outcome praiseworthy. Erich Maria Remarque’s All Quiet on the Western Front lays bare the gritty, gruesome and ultimately self-defeating nature of wars. As Paul Baumer and his soldier comrades enlist and join the Germany Army in order to defeat the enemy, they themselves are slowly vanquished, first psychologically and finally physically through death. As the soldier members Paul Baumer’s company are slowly killed in battle, he becomes more and more disillusioned with the war, especially since he and his friends had enlisted with idealistic aims fed to them by their teacher Kantorek. Instead of patriotic glory and poetic war victories, Paul and his friends foun d defeat and ephemeral triumphs; instead of honor, they encountered dishonor; instead of personal growth and advancement, they found stagnation and watched their youthful dreams die. Through the war experiences of Paul Baumer as depicted in the novel All Quiet on the Western Front, the ultimate tragedy of war is revealed; it destroys the lives of its very agents – the soldiers – by crashing their dreams and claiming their lives for little discernible overall gain. Going To War Ultimately, Paul Baumer and his high school mates enthusiastically enlisted and went to war first out of a sense of youthful adventure. Barely out of their teens, Paul and his high school mates are not old enough to understand the socio-economic and political factors that charact... ... war as captured by the leaders of the war hardly depicts the futility of war, and only the through the accounts of soldiers on the front does the truth emerge, as it does in the novel – that war is counter-productive. Works Cited Hunt, Nigel. "The contribution of All Quiet on the Western Front to our understanding of psychological trauma." European Psychiatry 19, no. 8 (2004): 489-493. Remarque, Erich Maria. All Quiet on the Western Front. Trans. A. W. Wheen. New York: Fawcett Books, 1982. Robinett, Jane. "The Narrative Shape of Traumatic Experience." Literature & Medicine 26, no. 2 (Fall2007 2007): 290-311. Tighe, Joseph A. 2004. "All Quiet on the Western Front: A Phenomenological Investigation of War." Critical Survey 16, no. 3(Fall 2004): 48-61. Ware, Thomas C. "Remarque's ALL QUIET ON THE WESTERN FRONT." Explicator 63, no. 2 (Fall 2005): 99-100.

Will Bury’s Price Elasticity Scenario

The economic concepts founded in Will Bury’s Price Elasticity Scenario are the following: 1. Supply and Demand One of the most fundamental concepts of economics and the backbone of a market economy is the concept of supply and demand. Demand shows the various amounts of a product that consumers are willing and able to purchase at each of a series of possible prices during a specified period of time. (McConnell & Brue, 2004) The law of demand states that, if all other factors remain equal, the higher the price of a good, the less people will demand that good. Therefore, there is a negative relationship between price and quantity demanded. The basic determinants of demand which affect purchases are: †¢Consumers’ preferences †¢The number of consumers in the market †¢Consumers’ incomes †¢The price of related goods †¢Consumers’ expectations about future prices and incomes Supply shows the amount of a product that producers are willing and able to make available for sale at each of a series of possible prices during a specific period. (McConnell & Brue, 2004) The law of supply states that as price rises, the quantity supplied rises; as price falls, the quantity supplied falls. Therefore, there is a positive relationship between price and quantity supplied. The basic determinants of supply are: †¢Resource price †¢Technology †¢Taxes and subsides †¢Prices of other goods †¢Price expectation †¢The number of sellers in the market In order to understand the effect of price on volume demanded, Will Bury must understand the theory of supply and demand. When he will put these two concepts together, he will identify the market equilibrium with the price and quantity at the intersection of the demand and supply relations. That will be the price just high enough that quantity demanded is equal to quantity supplied, and the quantity corresponding to that price. 2. Elasticity of Demand and Supply The degree to which a demand or supply reacts to a price change is measured by a product’s price elasticity. There are different types of elasticity. Price elasticity of demand measures how sensitive is the quantity demanded to a change in the price of the good. Price elasticity of supply measures how sensitive is the quantity supplied to a change in the price of the good. When elasticity is small (less than 1 in absolute value) the relation is inelastic. Inelastic demand (supply) means that the quantity demanded (supplied) is not very sensitive to the price. When elasticity is large (greater than 1 in absolute value) the relation is elastic. Elastic demand (supply) means that the quantity demanded (supplied) is sensitive to the price. General formula for price elasticity is: Elasticity = (Percentage Change in Quantity) / (Percentage Change in Price) As a general rule, the more substitutes a good has, the more elastic is its supply and demand. 3. Substitute Goods Substitute goods are goods that can be used to satisfy the same needs, one in the place of another. That means that demand for the two kinds of goods will be bounded together by the fact that consumers can trade of one good for the other if it becomes advantageous to do so. In Will Bury’s Price Elasticity Scenario the 500-page book on CD is a substitute for Bury’s audio files of a book, therefore Will Bury must stay current on marketing research and stay current on other potential competitors who may offer substitute products because an increase in price for one kind of goods will result in an increase in demand for its substitute goods, and a decrease in price will result in a decrease in demand for its substitute. 4. Cross Elasticity of Demand The cross elasticity of demand measures how sensitive consumer purchases of one product are to a change in the price of some other product. The general formula for cross elasticity of demand is: Exy = (Percentage Change in Quantity Demanded of Product X) / (Percentage Change in Price of Product Y) The cross elasticity of demand for substitute goods will always be positive, because the demand for one good will increase if the price for the other good increases. References: McConnell, C. R. , & Brue, S. L. (2004). Economics: Principles, Problems, and Policies (16th ed. ). New York: McGraw Hill/Irwin University of Phoenix Material: Will Bury’s Price Elasticity Scenario. Retrieved June 6, 2009 from: https://ecampus. phoenix. edu/classroom/ic/classroom. aspx

PRICE and NON PRICE COMPETITION markets

An agreement made by where purchasers and Sellerss coming close contact with each other for the intent of purchasing and merchandising of goods and services straight or indirectly is described as market. Perfective Competition Monopolistic Competition Monopoly CompetitionMarketOligopoly Competition Duopoly CompetitionMonopoly MarketSingle house No replacement Monetary value shaper Downward inclining supply curve Entry barriers No competitionPerfect MarketMonetary value Homogeneous merchandises Large figure of purchasers and Sellerss Free entry and free issue Perfect cognition Perfect mobility of factors of production Absence of conveyance costDUOPLOY Market2 Sellerss Restricted entry Sellers have some market power Close replacement might be differentiated Demand curve downward sloping Equilibrium point is MR =MCOligopoly MarketFew Sellerss Homogeneous and differentiated merchandises Restricted entry Imperfect information Mutuality and changeless battle Very high monetary value snap High merchandising cost Lack of uncertainnessMONOPOLISTIC MarketLarge figure of purchasers an Sellerss Merchandise distinction Free entry High merchandising cost Two dimensions of competition Monetary value Non monetary valueDIFFERENCE BETWEEN PRICE AND NON PRICE COMPETITIONFooting NON PRICE Monetary valueMeaningMarketing scheme in which one house tries to separate its merchandise or service from viing merchandises on the footing of properties like design and craft † Selling scheme where a company tries to separate its merchandise or service from viing merchandises on the footing of low monetary value.FocusThe focal point is on quality, deign, bringing methods, locations, particular services The focal point is on lone monetary value of the merchandise.Net incomeIt is normally more profitable than selling for a lower monetary value, and avoids the hazard of a monetary value war. The company may take to stand in normal net income or normal net income.Selling CostSelling cost is high as the company pass a batch on promotional activities Selling cost is low as company focuses on monetary value factor more than promotional activities.MarketMost common among oligopolies and monopolistic competition, because houses can be highly competitory. Due to inordinate completion, a state of affairs of monetary value wars occurs in oligopolistic and monopolistic marketsExamplesShampoo Market Mobile service suppliersNON PRICE COMPETITIONApplicable to all markets except perfect & A ; monopoly market. Single purchaser in monopoly so no competition.PRICE COMPETITIONApplicable in all types of markets except monopoly market All are monetary value takers & A ; monopoly is monetary value shaper.NON PRICE COMPETITIONProduct distinction is the procedure of separating a merchandise from other merchandises in the market by adding alone characteristics like manner, quality, offers etc which makes it more attractive and superior to the mark market. The success of the merchandise distinction is more based on non monetary value factors non monetary value factors and successful distinction gives origin to monopolistic competition and sometimes to hone competition besides.There are three types of merchandise distinction:1. Simple: based on a assortment of features 2. Horizontal: based on a individual feature but consumers are non clear on quality 3. Vertical: based on a individual feature and consumers are clear on its quality3 Elementss of monetary value distinction1. Convenience- as the altering scenario client wants the merchandise every bit shortly as possible. So the house should seek to present the merchandise available on clip. 2. Customization- harmonizing to the demands of the clients the merchandise must alter in footings of sizes, colour, design, engineering etc 3. Cost recovery- this is the cost that is deserving bear downing. It doesnaa‚ ¬a„?t average really high or really low but should be sensible harmonizing to the merchandise.Non monetary value determiners of demandIncome of the consumer There is direct relation between the income of the consumer and demand for it. By and large, higher the income, higher the measure demanded and lower the income lower the measure demanded. Monetary value of the related good In instance of replacement goods, demand for a trade good falls with the autumn in the monetary value of other trade goods In instance of complementary goods, monetary value demand of a trade good rises with the autumn in the monetary value of other trade goods. Taste and penchant If the client has developed a gustatory sensation for a trade good, the demand will increase If he has no gustatory sensation and penchant for the merchandise, the demand will diminish. Seasonal factors The demand keeps on altering harmonizing to the conditions conditions. Summers will increase the demand of soft drinks whereas winter will increase the demand og woollens. Number of purchasers The demand of any merchandise depends on the figure of purchasers of the merchandise. More the purchasers demand will be high, less the figure of purchaser demand will be less. , Future outlooks If the monetary value of any trade good is expected to lift in future, clients starts purchasing prior to that and if the crowbars are expected to come down in future the client postpone his purchasing to acquire the benefit.NON PRICE DETERMINANTS OF SUPPLYInput signal monetary values As the input monetary values increases, the supply will be affected and will fall down. Technology Measure of the stuff required depends upon the engineering. Cost salvaging engineering consequences in autumn in input monetary values and therefore addition in the supply. Number of Sellerss With the addition in the figure of Sellerss, the supply besides increases with the curve switching to its right side. Expectations If the monetary values are expected to lift in future, the marketer will do unreal deficit and therefore the supply decreases.ADVANTAGES OF NON PRICE COMPETITIONThe consumers get low monetary values as the accent is non on monetary value itaa‚ ¬a„?s fundamentally on the other factors of the merchandise other than monetary value. To convey fluctuations houses keep on conveying new engineerings which result in more smoothing of the maps and add fluctuation in the merchandise. The accent is non on monetary value and hence the chief focal point is on bettering the quality and the services of the merchandise. Large figure of discrepancies leads to many picks and options for the clients in the market. There is no monetary value war in the market hence it keeps and creates a proper subject in the market which leads to smooth state of affairs. Consumers get more and more fringe benefits in footings of offers and price reductions which attract people and therefore take to competition in the market. A typical characteristic of non-price tools is that they may modify the grade of replaceability among goods.PRICE CONPETITIONPRICE EALSTICITY OF DEMANDThis step the reactivity of measure demanded of a merchandise to alterations in its ain monetary value. It allows comparing of measure demanded with pecuniary alterations It measures the alterationMarketPRICE ELASTICITYPerfect marketMonopoly marketMonopolistic marketOligopoly marketDuopoly marketIn this market the demand is elastic as the merchandises are indistinguishable in nature and are perfect replacement of each other. This market is extremely inelastic as there is 1 marketer who can do alterations in the monetary value and measure demanded consequently. Demand is comparatively elastic, with little alteration in monetary value leads to big alteration in measure demanded as all the merchandises are close replacement of each other. Demand is comparatively elastic as the merchandises are close replacement of each other. Demand is comparatively elastic as there are merely 2 Sellerss in the market and the merchandises are close replacement. For example- If the monetary value of steel and Fe additions what happens to its measure demanded.CROSS ELASTICITY OF DEMANDThe reactivity of demand for one good to a alteration in the monetary value of another ; the proportionate alteration in demand for one good divided by the proportionate alteration in the monetary value of the other.MarketCROSS ELASTICITYPerfect market Monopolistic market Duopoly market Oligopoly market Monopoly market As the merchandises are homogeneous there is a high monetary value cross snap demand. Cross piece snap is comparatively high due to competition and the figure of manufacturers in this market is high Fewer manufacturers in the market so the cross monetary value snap is low. Merchandises are close replacement, so alteration in monetary value will increase the demand of another merchandise. It has high cross snap. Merely 1 marketer in the market and therefore no replacement is available so transverse monetary value snap is non applicableADVANTAGES OF PRICE COMPETITIONPricing policy has a direct impact on the clients as pricing of any merchandise is the first observation of clients. Puting monetary values is relatively a simple undertaking as it does non necessitate fiscal and accounting records to find monetary values No market research is required which involves a high cost. So it saves cost on promotional activities as compared to non monetary value competition. Pricing straight indicates the quality and criterion of the merchandise and therefore the value of the merchandise can be estimated. Price competition divides the sections decently as it clearly points the premium and economic system category. Pricing scheme helps a batch to new participants come ining in the market to derive market portion.DecisionMonetary value and non monetary value, both have different impact on the markets. As observed in the above assignment it is seen that monopolistic market is the market state of affairs which is most influenced by both the schemes i.e. monetary value and non monetary value.This assignment is all my ain work and has non been copied in portion or in whole from any other beginning, except for any clearly marked up citation. It complies with the Instituteaa‚ ¬a„?s ordinances on Plagiarism which I have read and understood.

A History of the Guillotine in Europe

A History of the Guillotine in Europe The guillotine is one of European historys most bloody icons. Although designed with the best of intentions, this hugely recognizable machine soon became associated with events that have overshadowed both its heritage and its development: the French Revolution. Yet, despite such a high profile and chilling reputation, histories of la guillotine remain muddled, often differing on quite basic details. Learn about the events that brought the guillotine to prominence, and also the machines place in a broader history of decapitation which, as far as France is concerned, finished only recently. Pre-Guillotine Machines - the Halifax Gibbet Although older narratives may tell you that the guillotine was invented in the late 18th century, most recent accounts recognize that similar decapitation machines have a long history. The most famous, and possibly one of the earliest, was the Halifax Gibbet, a monolithic wooden structure which was supposedly created from two fifteen foot high uprights capped by a horizontal beam. The blade was an axe head, attached to the bottom of a four and a half foot wooden block that slid up and down via grooves in the uprights. This device was mounted on a large, square, platform which was itself four foot high. The Halifax Gibbet was certainly substantial, and may date from as early as 1066, although the first definite reference is from the 1280s. Executions took place in the towns Market Place on Saturdays, and the machine remained in use until April 30th, 1650. Pre-Guillotine Machines in Ireland Another early example is immortalized in the picture The execution of Murcod Ballagh near to Merton in Ireland 1307. As the title suggests, the victim was called Murcod Ballagh, and he was decapitated by equipment which looks remarkably similar to the later French guillotines. Another, unrelated, picture depicts the combination of a guillotine style machine and a traditional beheading. The victim is lying on a bench, with an axe head held above his neck by some sort of mechanism. The difference lies in the executioner, who is shown wielding a large hammer, ready to strike the mechanism and drive the blade down. If this device existed, it may have been an attempt to improve the accuracy of the impact. Use of Early Machines There were many other machines, including the Scottish Maiden - a wooden construction based directly on the Halifax Gibbet, dating from the mid 16th century - and the Italian Mannaia, which was famously used to execute Beatrice Cenci, a woman whose life is obscured by clouds of myth. Beheading was usually reserved for the wealthy or powerful as it was considered to be nobler, and certainly less painful, than other methods; the machines were similarly restricted. However, the Halifax Gibbet is an important, and often overlooked, exception, because it was used to execute anyone breaking the relevant laws, including the poor. Although these decapitation machines certainly existed - the Halifax Gibbet was alleged to have been only one out of a hundred similar devices in Yorkshire - they were generally localized, with a design and use unique to their region; the French guillotine was to be very different. Pre-Revolutionary Methods of French Execution Many methods of execution were used across France in the early 18th century, ranging from the painful, to the grotesque, bloody and painful. Hanging and burning were common, as were more imaginative methods, such as tying the victim to four horses and forcing these to gallop in different directions, a process that tore the individual apart. The rich or powerful could be beheaded with axe or sword, while many suffered the compilation of death and torture that comprised hanging, drawing and quartering. These methods had a twofold purpose: to punish the criminal  and to act as a warning for others; accordingly, the majority of executions took place in public. Opposition to these punishments was slowly growing, due mainly to the ideas and philosophies of the Enlightenment thinkers - people such as Voltaire and Locke - who argued for humanitarian methods of execution. One of these was Dr. Joseph-Ignace Guillotin; however, it is unclear whether the doctor was an advocate of capital punishment, or someone who wanted it to be, ultimately, abolished. Dr. Guillotins Proposals The  French Revolution  began in 1789, when an attempt to relieve a financial crisis exploded very much in the faces of the monarchy. A meeting called an Estates General transformed into a National Assembly which seized control of the moral and practical power at the heart of France, a process which convulsed the country, re-shaping the countrys social, cultural and political makeup. The legal system was reviewed immediately. On October 10th 1789 - the second day of the debate about Frances penal code - Dr. Guillotin proposed six articles to the  new Legislative Assembly, one of which called for decapitation to become the sole method of execution in France. This was to be carried out by a simple machine, and involve no torture. Guillotin presented an etching that illustrated one possible device, resembling an ornate, but hollow, stone column with a falling blade, operated by an effete executioner cutting the suspension rope. The machine was also hidden from the view of large crowds, according with Guillotins view that execution should be private and dignified. This suggestion was rejected; some accounts describe the Doctor being laughed, albeit nervously, out of the Assembly. Narratives often ignore the other five reforms: one asked for a nationwide standardisation in punishment, while others concerned the treatment of the criminals family, who were not to be harmed or discredited; property, which was not to be confiscated; and corpses, which were to be returned to the families. When Guillotin proposed his articles again on December 1st 1789, these five recommendations were accepted, but the beheading machine was, again, rejected. Growing Public Support The situation developed in 1791, when the Assembly agreed - after weeks of discussion - to retain the death penalty; they then began to discuss a more humane and egalitarian method of execution, as many of the previous techniques were felt to be too barbaric and unsuitable. Beheading was the preferred option, and the Assembly accepted a new, albeit repetitive, proposal by the Marquis Lepeletier de Saint-Fargeau, decreeing that Every person condemned to the death penalty shall have his head severed. Guillotins notion of a decapitation machine began to grow in popularity, even if the Doctor himself had abandoned it. Traditional methods like the sword or axe could prove messy and difficult, especially if the executioner missed or the prisoner struggled; a machine would not only be fast and reliable, but it would never tire. Frances main executioner, Charles-Henri Sanson, championed these final points. The First Guillotine Is Built The Assembly - working through Pierre-Louis Roederer, the Procureur gà ©nà ©ral - sought advice from Doctor Antoine Louis, the Secretary of the Academy of Surgery in France, and his design for a quick, painless, decapitation machine was given to Tobias Schmidt, a German Engineer. It is unclear whether Louis drew his inspiration from existing devices, or whether he designed from afresh. Schmidt built the  first guillotine  and tested it, initially on animals, but later on human corpses. It comprised two fourteen-foot uprights joined by a crossbar, whose internal edges were grooved and greased with tallow; the weighted blade was either straight, or curved like an axe. The system was operated via a rope and pulley, while the whole construction was mounted on a high platform. The final testing took place at a hospital in Bicà ªtre, where three carefully chosen corpses - those of strong, stocky men - were successfully beheaded. The first execution took place on April 25th, 1792, when a highwayman called Nicholas-Jacques Pelletier was killed. Further improvements were made, and an independent report to Roederer recommended a number of changes, including metal trays to collect blood; at some stage the famous angled blade was introduced and the high platform abandoned, replaced by a basic scaffold. The Guillotine Spreads Throughout France This improved machine was accepted by the Assembly, and copies were sent to each of the new territorial regions, named Departments. Pariss own was initially based at the place de  Carroussel, but the device was frequently moved. In the aftermath of Pelletiers execution the contraption became known as the Louisette or Louison, after Dr. Louis; however, this name was soon lost, and other titles emerged. At some stage, the machine became known as the  Guillotin, after Dr. Guillotin - whose main contribution had been a set of legal articles - and then finally la guillotine. It is also unclear precisely why, and when, the final e was added, but it probably developed out of attempts to rhyme Guillotin in poems and chants. Dr Guillotin himself wasnt very happy at being adopted as the name. The Machine Open to All The guillotine may have been similar in form and function to other, older, devices, but it broke new ground: an entire country officially, and unilaterally, adopted this decapitation machine for all of its executions. The same design was shipped out to all the regions, and each was operated in the same manner, under the same laws; there was supposed to be no local variation. Equally, the guillotine was designed to administer a fast and painless death to anyone, regardless of age, sex or wealth, an embodiment of such concepts as equality and humanity. Before the French Assemblys 1791 decree beheading was usually reserved for the rich or powerful, and it continued to be in other parts of Europe; however, Frances guillotine was available to all. The Guillotine Is Quickly Adopted Perhaps the most unusual aspect of the guillotines history is the sheer speed and scale of its adoption and use. Born out of a discussion in 1789 that had actually considered banning the death penalty, the machine had been used to kill over 15,000 people by the Revolutions close in 1799, despite not being fully invented until the middle of 1792. Indeed, by 1795, only a year and a half after its first use, the guillotine had decapitated over a thousand people in Paris alone. Timing certainly played a part, because the machine was introduced across France only months before a bloody new period in the revolution: The Terror. The Terror In 1793, political events caused a new governmental body to be introduced: The  Committee of Public Safety. This was supposed to work quickly and effectively, protecting the Republic from enemies and solving problems with the necessary force; in practice, it became a dictatorship run by Robespierre. The committee demanded the arrest and execution of anyone who either by their conduct, their contacts, their words or their writings, showed themselves to be supporters of tyranny, of federalism, or to be enemies of liberty (Doyle, The  Oxford History of the French Revolution, Oxford, 1989 p.251). This loose definition could cover almost everyone, and during the years 1793-4 thousands were sent to the guillotine. It is important to remember that, of the many who perished during the terror, most were not guillotined. Some were shot, others drowned, while in Lyon, on the 4 to the 8th of December 1793, people were lined up in front of open graves and shredded by grape-shot from cannons. Despite this, the guillotine became synonymous with the period, transforming into a social and political symbol of equality, death and the Revolution. The Guillotine Passes Into Culture It is easy to see why the quick, methodical, movement of the machine should have transfixed both France and Europe. Every execution involved a fountain of blood from the victims neck, and the sheer number of people being beheaded could create red pools, if not actual flowing streams. Where executioners once prided themselves on their skill, speed now became the focus; 53 people were executed by the Halifax Gibbet between 1541 and 1650, but some guillotines exceeded that total in a single day. The gruesome images coupled easily with morbid humour, and the machine became a cultural icon affecting fashion, literature, and even childrens toys. After the Terror, the Victims Ball became fashionable: only relatives of the executed could attend, and these guests dressed with their hair up and their necks exposed, mimicking the condemned. For all the fear and bloodshed of the Revolution, the guillotine doesnt appear to have been hated or reviled, indeed, the contemporary nicknames, things like the national razor, the widow, and Madame Guillotine seem to be more accepting than hostile. Some sections of society even referred, although probably largely in jest, to a  Saint Guillotine  who would save them from tyranny. It is, perhaps, crucial that the device was never associated wholly with any one single group, and that Robespierre himself was guillotined, enabling the machine to rise above petty party politics, and establish itself as an arbiter of some higher justice. Had the guillotine been seen as the tool of a group who became hated, then the guillotine might have been rejected, but by staying almost neutral it lasted, and became its own thing. Was the Guillotine to Blame? Historians have debated whether The Terror would have been possible without the guillotine, and its widespread reputation as a humane, advanced, and altogether revolutionary piece of equipment. Although water and gunpowder laid behind much of the slaughter, the guillotine was a focal point: did the population accept this new, clinical, and merciless machine as their own, welcoming its common standards when they might have balked at mass hangings and separate, weapon based, beheadings? Given the size and death toll of other European incidents within the same decade, this might be unlikely; but whatever the situation, la guillotine had become known across Europe within only a few years of its invention. Post-Revolutionary Use The history of the guillotine does not end with the French Revolution. Many other countries adopted the machine, including Belgium, Greece, Switzerland, Sweden and some German states; French colonialism also helped to export the device abroad. Indeed, France continued to use, and improve upon, the guillotine for at least another century. Leon Berger, a carpenter and executioners assistant, made a number of refinements in the early 1870s. These included springs to cushion the falling parts (presumably repeated use of the earlier design could damage the infrastructure), as well as a new release mechanism. The Berger design became the new standard for all French guillotines. A further, but very  short lived,  change  occurred under the executioner Nicolas Roch in the late 19th century; he included a board at the top to cover the blade, hiding it from an approaching victim. Rochs successor had the screen swiftly removed. Public executions continued in France until 1939, when Eugene Weidmann became the last open-air victim. It had thus taken nearly one hundred and fifty years for the practice to comply with Guillotins original wishes, and be hidden from the public eye. Although the machines use had gradually fallen after the revolution, executions in Hitlers Europe rose to a level that neared, if not exceeded, that of The Terror. The last State use of the guillotine in France occurred on September 10th  Ã¢â‚¬â€¹1977,  when Hamida Djandoubi was executed; there should have been another in 1981, but the intended victim, Philippe Maurice, was granted clemency. The death penalty was abolished in France that same year. The  Infamy of the Guillotine There have been many methods of execution used in Europe, including the mainstay of hanging and the more recent firing squad, but none have quite the lasting reputation or imagery as the guillotine, a machine which continues to provoke fascination. The guillotines creation is often blurred into the, almost immediate, period of its most famous use and the machine has become the most characteristic element of the French Revolution. Indeed, although the history of decapitation machines stretches back at least eight hundred years, often involving constructions that were almost identical to the guillotine, it is this later device which dominates. The guillotine is certainly evocative, presenting a chilling image entirely at odds with the original intention of a painless death. Dr. Guillotin Finally, and contrary to legend, Doctor Joseph Ignace Guillotin was not executed by his own machine; he lived until  1814,  and died of biological causes.

Free Essays on Solving Medicaid

How to Solve the Medicaid Crisis Medicaid is a joint federal-state program that covers more than 47 million people, including 24 million children, 11 million adults and 13 million elderly and disabled people. In fiscal year 2003, combined federal and state payments totaled $247 billion; the program is the largest source of federal funds to the states. Most programs are struggling to find ways to keep providers and beneficiaries in the program. It seems every year states announce the need for reform while providers and enrollees continue to complain about problems that never seem close to being solved. The question remains: How can we save Medicaid? States are employing a wide variety of tactics to improve their Medicaid programs. On the provider side, many states are doing what they can to raise reimbursement rates despite significant budget shortfalls and declining revenue. On the beneficiary side, many programs are developing or enhancing patient education materials and services to help reduce cancelled appointments and late arrivals. To address appointment cancellations, several programs are stepping up their efforts in the area of patient education and provider support. They will also help provide transportation to those who have no way of getting to the office. Many states have focused on streamlining and simplifying administration. This means more programs are eliminating prior authorization for many procedures, adopting ADA billing codes, simplifying enrollment and speeding up the reimbursement process. In some states, providers use a swipe card to receive information verifying patient eligibility and describing program restrictions, private insurance coverage and other data. Personally, I think that swipe card is a great way of letting you know what the exact bill is going to be when you leave the office. Congress is taking steps to allow imports of prescription drugs from Canada, in the hope of giving American consumers... Free Essays on Solving Medicaid Free Essays on Solving Medicaid How to Solve the Medicaid Crisis Medicaid is a joint federal-state program that covers more than 47 million people, including 24 million children, 11 million adults and 13 million elderly and disabled people. In fiscal year 2003, combined federal and state payments totaled $247 billion; the program is the largest source of federal funds to the states. Most programs are struggling to find ways to keep providers and beneficiaries in the program. It seems every year states announce the need for reform while providers and enrollees continue to complain about problems that never seem close to being solved. The question remains: How can we save Medicaid? States are employing a wide variety of tactics to improve their Medicaid programs. On the provider side, many states are doing what they can to raise reimbursement rates despite significant budget shortfalls and declining revenue. On the beneficiary side, many programs are developing or enhancing patient education materials and services to help reduce cancelled appointments and late arrivals. To address appointment cancellations, several programs are stepping up their efforts in the area of patient education and provider support. They will also help provide transportation to those who have no way of getting to the office. Many states have focused on streamlining and simplifying administration. This means more programs are eliminating prior authorization for many procedures, adopting ADA billing codes, simplifying enrollment and speeding up the reimbursement process. In some states, providers use a swipe card to receive information verifying patient eligibility and describing program restrictions, private insurance coverage and other data. Personally, I think that swipe card is a great way of letting you know what the exact bill is going to be when you leave the office. Congress is taking steps to allow imports of prescription drugs from Canada, in the hope of giving American consumers...

Platos Atlantis as Told in His Socratic Dialogues

Plato's Atlantis as Told in His Socratic Dialogues The original story of the lost island of Atlantis comes to us from two Socratic dialogues called Timaeus and Critias, both written about 360 BCE by the Greek philosopher Plato. Together the dialogues are a festival speech, prepared by Plato to be told on the day of the Panathenaea, in honor of the goddess Athena. They describe a meeting of men who had met the previous day to hear Socrates describe the ideal state. A Socratic Dialogue According to the dialogues, Socrates asked three men to meet him on this day: Timaeus of Locri, Hermocrates of Syracuse, and Critias of Athens. Socrates asked the men to tell him stories about how ancient Athens interacted with other states. The first to report was Critias, who told how his grandfather had met with the Athenian poet and lawgiver  Solon, one of the Seven Sages. Solon had been to Egypt where priests had compared Egypt and Athens and talked about the gods and legends of both lands. One such Egyptian story was about Atlantis. The Atlantis tale is part of a  Socratic dialogue, not a historical treatise. The story is preceded by an account of Helios the sun gods son Phaethon yoking horses to his fathers chariot and then driving them through the sky and scorching the earth. Rather than exact reporting of past events, the Atlantis story describes an impossible set of circumstances which were designed by Plato to represent how a miniature utopia failed and became a lesson to us defining the proper behavior of a state. The Tale According to the Egyptians, or rather what Plato described Critias reporting what his grandfather was told by Solon who heard it from the Egyptians, once upon a time, there was a mighty power based on an island in the Atlantic Ocean. This empire was called Atlantis, and it ruled over several other islands and parts of the continents of Africa and Europe. Atlantis was arranged in concentric rings of alternating water and land. The soil was rich, said Critias, the engineers technically accomplished, the architecture extravagant with baths, harbor installations, and barracks. The central plain outside the city had canals and a magnificent irrigation system. Atlantis had kings and a civil administration, as well as an organized military. Their rituals matched Athens for bull-baiting, sacrifice, and prayer. But then it waged an unprovoked imperialistic war on the remainder of Asia and Europe. When Atlantis attacked, Athens showed its excellence as the leader of the Greeks, the much smaller city-state the only power to stand against Atlantis. Alone, Athens triumphed over the invading Atlantean forces, defeating the enemy, preventing the free from being enslaved, and freeing those who had been enslaved. After the battle, there were violent earthquakes and floods, and Atlantis sank into the sea, and all the Athenian warriors were swallowed up by the earth. Is Atlantis Based on a Real Island? The Atlantis story is clearly a parable: Platos myth is of two cities which compete with each other, not on legal grounds but rather cultural and political confrontation and ultimately war. A small but just city (an Ur-Athens) triumphs over a mighty aggressor (Atlantis). The story also features a cultural war between wealth and modesty, between a maritime and an agrarian society, and between an engineering science and a spiritual force. Atlantis as a concentric-ringed island in the Atlantic which sank under the sea is almost certainly a fiction based on some ancient political realities. Scholars have suggested that the idea of Atlantis as an aggressive barbarian civilization is a reference to either Persia or Carthage, both of them military powers who had imperialistic notions. The explosive disappearance of an island might have been a reference to the eruption of Minoan Santorini. Atlantis as a tale really should be considered a myth, and one that closely correlates with Platos notions of The Republic examining the deteriorating cycle of life in a state. Sources DuÃ… ¡anic S. 1982. Platos Atlantis. LAntiquità © Classique 51:25-52.Morgan KA. 1998. Designer History: Platos Atlantis Story and Fourth-Century Ideology. The Journal of Hellenic Studies 118:101-118.Rosenmeyer TG. 1956. Platos Atlantis Myth: Timaeus or Critias? Phoenix 10(4):163-172.

The Impact of the New Technology and Social Isolation Assignment

The Impact of the New Technology and Social Isolation - Assignment Example However, I disagree with this position because I believe that these technologies promote isolation among individuals, promote de-socialization among the youth and promote the development of cyber friends with little or no social ties and bonds. In this paper, I will explore some of the research literature available in providing evidence for the existing controversial debates surrounding the new technological developments and my position regarding their impacts. Promoters of the new technology argue that it has immense benefits to the growth and development of the society in terms of promoting socialization and human connectedness. Amichai-Hamburgera & Hayat (2011) explores the impact of the new technology on the social lives its users. Through an analysis of a representative sample of 22,002 internet users across 13 countries, they were able to analyze the social implication of the internet and its related information communication technologies. Their study indicates that the internet has a strong impact on the users and their relationships. The study established a positive correlation between the internet use and social interactions implying that the internet significantly enhances the social lives of its users. Another key benefit commonly cited by promoters of the new technology is that it promotes the cognitive development and socialization skills among the youth and adolescents. According to Shapiro(2013), the new technology, especiall y video gaming played in the cooperative multiplayer mode encourages children and youth to play in groups. He argues that through this interaction, children are able to develop strong bonds and teams with their partners both within and outside the gaming context thus leading to improved socialization and interaction. Although many argue that the advent of the new technology is beneficial to the society, I believe that it has serious negative impacts on the children, youth and adolescents in  terms of socialization and personal development. According to Fallahi(2011), the growth of the internet and its related information technologies have negative effects on the attitudes and behaviors of children and adolescents.  

Leadership Styles and Conflict Resolution Assignment

Leadership Styles and Conflict Resolution - Assignment Example re not honest when performing their roles as leaders as they tend to misuse the resources and tend to misuse their powers to misuse other people in the group. A leader must be honest in everything they handle, and this creates comfort and confidence with the leadership especially to employees. The second leadership quality is focus. A leader who is focused on his job tends to work better and relate well with his/her employees. For example, if a leader is not sure with what he/she is doing, how can people be sure of him/her and what he is doing? This makes the employees lose respect for the leader and tend to withdraw existing respect they had for the leader. The third leadership quality is respect. Respect is always applicable in all fields. A good leader must pay respect to his/her employees or group members. If a leader respects his/her members, the members of the group will also respect him. It will start by treating people with equal perspectives with no ranks or class (Bass and Ruth 201). The leadership is participative or democratic leadership. This type of leadership calls for participation from group members in helping the leader run errands of the group. This type of leadership is used when the errands of the group are at a standstill. A collective or participative type of decision making is used during this type of leadership. This means that members help the leader to make decisions for the group, and thus, everyone contributes to the decision making (Bass and Ruth 241). At some point in high school, I was captain of the basketball team. It reached a time when there was one student who was a drug addict, but he was the best player in the team. The team patron announced that we should do away with him or else the team would not participate in the competitions that were due in one week. I called for a meeting with the team, and I laid down the topic for discussion. I used participative leadership to arrive at a decision. The team resolved to do away

Korean American culture experience Essay Example | Topics and Well Written Essays - 750 words

Korean American culture experience - Essay Example Indded, they cited that studies point to the vitality of religion, evident in the more than 3,000 Korean American Protestant churches nationwide. (p. 2) Most Koreans who migrated to the US barely know the English language. As such, they have difficulty in communicating with local and federal authorities. The Korean churches played an important part in this aspect because they serve as a mediator or facilitator when problem or misunderstanding between immigrant and authorities arise. According to Michael Foley and Dean Hoge (2007): The Korean churches were the only social service organizations that were able to take care of the problems of the Korean immigrants. Church is the core the community since the beginning of Korean immigration to the US. (p. 124) Karen Leonard (2006) found in her study that there is also a relationship between participation in ethnic congregation and the preservation of ethnicity. According to her, churches help to increase the Korean co-ethnic fellowship and in maintaining Korean cultural tradition. (p. 99) It is also important to note that Christianity in Korea or the Korean interest in the faith did not originate from missionary work. Instead Koreans sought it and adopted it, particularly incorporating traditional values such those pertaining to education, social services, political activities, among others. While the church serve the Korean community well – with all the previously cited factors – it could at times turn into a liability. The nature of fellowship in Korean church prevents them from learning to assimilate more. One should remember that the church and its devotees appear to be a slice of home and so Korean flock to it for security and other problems. However, this may hinder the assimilation process and Koreans may end up keeping to themselves and less and less interactive in the wider American society. On April 29, 1992 a riot broke the

Analysis of Ice Delight Case Study Example | Topics and Well Written Essays - 500 words

Analysis of Ice Delight - Case Study Example Most importantly, ICEDELIGHTS occupies its own niche in the market of ice cream, selling Italian "gelati," and company's core competence lies in ability to freeze "gelati" and sell them on the premises of each store location. From financial perspective, ICEDELIGHT constitutes a rather expensive franchise, comparing with other offers available on the market. Simultaneously, this new and unproven venture can yield significant profit in the light of the investment required. Moreover, the purchase of ICEDELIGHTS' franchise guarantees to a franchisee exclusive rights to operate in the entire state of Florida. From the critical viewpoint Rogers, Daniels and Garfield purchasing a rather unproven franchise ICEDELIGHTS risk experiencing liabilities of being new and lacking expertise in retail business. Practically, these aforementioned liabilities are characterized by the many challenges faced by new ventures, which include access to resources and knowledge capital, which larger and more established firms are more equipped to handle (Markman & Baron, 2003).

A Study of Aristotelian tragedy in Oedipus Essay

A Study of Aristotelian tragedy in Oedipus - Essay Example One of Aristotle’s most influential works concerning literary theory is his Poetics. In it he articulates with eloquence and clarity various facets of good theatre. Tragedy is acknowledged as a powerful genre of drama. Aristotle goes on to set out various rules of thumb for making aesthetically and emotionally satisfying tragedies. His concise definition of tragedy is that it is â€Å"an imitation of an action that is serious ... with incidents arousing pity and fear, in order to accomplish the catharsis of such emotions." (Botton 20) He was in opposition to Plato’s critical and disparaging view of theater. Plato had earlier set the debate rolling in The Republic, stating that poets and other artists should be banned from civil society because they induced excessive emotional responses in audiences which countered calm reasoning. Aristotle rebutted this assertion in Poetics, stating that â€Å"although watching tragedies raised emotions, it also purged them. An audien ce would come away from Oedipus humbled, keen to be better and wiser.† (Botton 20) In many ways, Oedipus satisfies the Aristotelian conception of the tragic hero. For example, the tragic hero is someone who feels responsible for his actions and is conscious of ethical merits and demerits associated with them. In Sophocles’ Oedipus, we see that the author does not contemplate either the acknowledgement of guilt or the blinding. Instead, â€Å"awareness and blinding will be present in Aeschylus because his Oedipus must not see both 'what he suffered and the bad he did'. According to the author, the individual responsibility celebrated by tragedy is the expression of a people who do not tell history any more, but are aware of making it: a process that Plato could not-or did not want to-recognize, claiming to read tragedy like the continuation of old myths and of old stories, rather than like a new way to tell them again, to involve oneself and to involve us with them in a different way.† ... ould not-or did not want to-recognize, claiming to read tragedy like the continuation of old myths and of old stories, rather than like a new way to tell them again, to involve oneself and to involve us with them in a different way.† (Goretti 1305) What we also witness in Oedipus is a dimension of the tragic hero engaged in praxis. In Aristotle’s conception of tragedy there is an underlying conflict between ‘absolute necessity’ and ‘freedom’. This is amply evident in crucial life events of Oedipus, who, as the story progresses, is compelled to implement his own demise. For Aristotle, tragedy allows Greeks â€Å"to bear the unbearable contradiction that for thought would remain incomprehensible: 'the attestation, even in the loss of freedom, of this same freedom'†. (Goretti 1306)Though we do not find direct mention of concepts such as ‘will’ and ‘responsibility’ in the Poetics, â€Å"when Aristotle must indicate the ones who act the tragic action, for him 'hoi prattonese' is not sufficient, but he adds 'kai drontes'. The problem of freedom involves the problem of evil: the evil one does, the evil one suffers or the evil that is anyway committed.† (Goretti 1306) In the case of Oedipus, he is clearly aware of how evil forces are acting upon his life – some of which is caused by his own agency. To the coryphaeus who questions him on what a horrible action he has committed and on which god has induced him, Oedipus answers, â€Å"'It was Apollo', and then, a little afterwards, 'It was me, miserable, who did it'.† (Jones 45) According to Aristotle, a sense of foreboding and inevitability makes for effective tragedy. Throughout the story, there are numerous crucial decisions taken by Oedipus, which led up to his inevitable demise. Oedipus is not himself

Analysis of Ice Delight Case Study Example | Topics and Well Written Essays - 500 words

Analysis of Ice Delight - Case Study Example Most importantly, ICEDELIGHTS occupies its own niche in the market of ice cream, selling Italian "gelati," and company's core competence lies in ability to freeze "gelati" and sell them on the premises of each store location. From financial perspective, ICEDELIGHT constitutes a rather expensive franchise, comparing with other offers available on the market. Simultaneously, this new and unproven venture can yield significant profit in the light of the investment required. Moreover, the purchase of ICEDELIGHTS' franchise guarantees to a franchisee exclusive rights to operate in the entire state of Florida. From the critical viewpoint Rogers, Daniels and Garfield purchasing a rather unproven franchise ICEDELIGHTS risk experiencing liabilities of being new and lacking expertise in retail business. Practically, these aforementioned liabilities are characterized by the many challenges faced by new ventures, which include access to resources and knowledge capital, which larger and more established firms are more equipped to handle (Markman & Baron, 2003).

Case Study - Washburn Guitars Example | Topics and Well Written Essays - 500 words

- Washburn Guitars - Case Study Example Also, if the buyers expect the prices of the guitars to decrease in the future, they are likely to wait until the day prices come down in the future which decreases the demand of the guitars at the current time. Taste and preference of the buyer; the buyer buying behavior is likely to be influenced by the current taste of product in the market and the product of his preference. A Washburn guitar as a choice by first time buyer is likely to be influenced by current taste and preference of various guitars from different companies. Income level of the buyer; the income level of the buyer will determine if he will buy the product or not (Hartley and Rudelius, 2010). If the buyer income level is low, he is likely to buy a cheaper guitar from a different company. This is because the buyer will consider that the guitar will perform the same function a Washburn guitar can perform. Quality; the quality of the guitar will influence the choice of the guitar a sophisticated musician will go for. A sophisticated musician will buy a Washburn guitar if it is of the right quality he is looking for. Advertising; Washburn factory can undertake advertisement programs of its guitars in the market to influence the taste and preference of consumers towards buying their guitars (Hartley and Rudelius, 2010). This will result in an increase in demand that will shift the demand curve to the right. Public relations; if Washburn factory carries out public relations by way of educating potential consumers how to play the guitar. This will in turn get the potential consumer build preference for Washburn guitars when they go to buy guitars. (b) If Washburn factory increases the prices of the guitars, the decision will be along the demand curve. The price will be above the equilibrium price. The factory can lower the prices along the demand curve by setting the prices below the

Energy Drinks and There Effects Essay Example for Free

Energy Drinks and There Effects Essay Have you ever wondered what the side effects were after drinking an energy drink? People buy these types of drinks all the time and they are very popular with the younger groups. They give you a boost of energy but they can also make you sick. There are many different brands of energy drinks on the market the most popular are Red Bull and Monster. People are now mixing these with alcohol which has a serious side effect. There are several ingredients in energy drinks: caffeine, taurine, b vitamins, inositol, ginseng, glucuronolactone, artificial sweeteners, ginkgo biloba, and l-carnitine. The caffeine in these drinks can cause dizziness, jitters, nausea, irritability and nervousness. You can also have an allergic reaction like: a rash, difficulty breathing, and swelling of the mouth, face, lips or tongue. To many b vitamins like vitamin (B3) can cause flushing of the skin. Ginkgo biloba can cause nausea, vomiting, heart palpitations and the l-carnitine can cause headache, diarrhea, sleep difficulty. Why do people buy these drinks? Because they give you an energy boost when you need it. These types of drinks are more popular with the teens and college kids they drink these to give them a boost when they are studying or partying to help them stay awake but when the effects of the drink wears off they feel more tired than they already were. These drinks contain more caffeine then a regular soda a normal soda has 25-40 milligrams of caffeine and the energy drink has 280 milligrams of caffeine. This much caffeine can affect your heart rate and blood pressure. Having this much caffeine in your body can make you heart rate become accelerated. These sorts of drinks can also cause dehydration which is not good on your body. Mixing energy drinks and alcohol has become popular with people. It says that when you mix the two together the energy drinks counteracts the depressant effect of alcohol. Mixing the two causes your body to become more dehydrated than drinking one of the drinks alone. After you drink one or more of the mixed drinks your body wants more and you become more dehydrated. My thoughts about this type of drink are that they are not very healthy and they can cause permanent damage to your body. Why would anyone want to put something like that in there body? For me they are no good and would cause more damage to my heart than there already is and you only have one heart. My own children have tried these energy drinks and the effects they had on them were not pleasant they were full of energy and could not hold still for a minute and when the effects wore off they were too tired to do anything. When they woke up the next day they still felt tired and they said they didn’t feel all the greatest. References: The Health Effects of Energy Drinks-Associated content from Yahoo http://www. associatedcontent. com/article/234299/the _health_effects_of_energy_drinks_pg.

Laboratorio de Metalurgia Física

Laboratorio de Metalurgia Fà ­sica 5.1.3 Practicas en el Laboratorio de Metalurgia Fà ­sica Preparacià ³n Metalografà ­a de Muestras  · OBJETIVO Iniciar al estudiante en la preparacià ³n metalografà ­a de muestras y anà ¡lisis de las mismas.  · INTRODUCCIÓN TEÓRICA: Bajo el nombre de metalografà ­a se engloban toda una serie de tà ©cnicas y conocimientos cientà ­ficos cuyo fin à ºltimo es la observacià ³n tanto macroscà ³pica como microscà ³pica de las caracterà ­sticas estructurales de los metales y aleaciones. La presente prà ¡ctica de laboratorio se basa exclusivamente en la preparacià ³n de muestras (llamadas probetas) para la observacià ³n microscà ³pica de materiales metà ¡licos, a travà ©s del uso del microscopio à ³ptico metalogrà ¡fico (MO).  · La preparacià ³n metalogrà ¡fica Involucra una serie de pasos para obtener una probeta con una superficie perfectamente plana y libre de rayas al observarse bajo el microscopio à ³ptico. Primero se comienza seleccionando una muestra adecuada, cortà ¡ndola para llevarla a un tamaà ±o conveniente y de ser necesario se embute en una resina polimà ©rica o se monta en un sujetador mecà ¡nico para facilitar su manipulacià ³n. Posterior a esto, la superficie debe esmerilarse y lijarse hasta lograr la planaridad y luego pulirse con ayuda de discos rotativos cubiertos de fieltro impregnados de una suspensià ³n abrasiva, para eliminar las marcas del esmerilado. El pulido, provee en la mayorà ­a de los casos una superficie brillante tipo espejo. La observacià ³n al microscopio de muestras no-metà ¡licas, sean materiales cerà ¡micos o materiales compuestos sigue (por lo general) las mismas etapas del proceso de preparacià ³n de muestras metà ¡licas, aunque frecuentemente se requieren de instrumentos de corte y abrasivos de mayor dureza. Las tà ©cnicas y conocimientos para la preparacià ³n de este tipo de muestras se engloban en el tà ©rmino petrografà ­a.  · DESARROLLO EXPERIMENTAL: Materiales y Equipos †¢ Muestras metà ¡licas †¢ Cortadoras de disco. †¢ Esmeril de Cinta. †¢ Papeles de lija. †¢ Pulidoras Rotativas. †¢ Microscopio Óptico. †¢ Dispositivo de captura de imà ¡genes. †¢ Alcohol. †¢ Algodà ³n y recipiente para guardar las probetas  · DESBASTE GRUESO. †¢ Esmerile, en la esmeriladora de cinta, la superficie de la muestra hasta obtener una superficie plana, cuidando de mantener un flujo constante de refrigerante. †¢ Una vez que la superficie a observar està © totalmente plana, lave la muestra con abundante agua. Limpie el equipo. No deje residuos de refrigerante en los alrededores.  · DESBASTE FINO v Comenzando por el papel esmeril de menor nà ºmero, desbaste la muestra movià ©ndola sobre el papel abrasivo en una misma direccià ³n, de manera recà ­proca. La direccià ³n del movimiento debe ser perpendicular a las huellas del desbaste grueso. El proceso culmina al deben desaparecer las huellas del desgaste grueso por la abrasià ³n efectuada, o equivalentemente, cuando toda la superficie de la probeta està © cubierta por rayas paralelas a la direccià ³n de movimiento. v Lave muy bien su muestra con agua y colà ³quela, sobre el siguiente papel de esmeril, de manera tal que las rayas anteriores sean perpendiculares a las nuevas rayas. Repita el paso anterior, hasta que està ©n borradas la totalidad de las rayas generadas en el paso anterior. Puede ir chequeando con regularidad la desaparicià ³n de las rayas observando al microscopio la superficie de la muestra. Asegà ºrese de secar muy bien la muestra antes de colocarla en el microscopio, para ello enjuà ¡guela con alcohol Repita el paso anterior hasta llegar al papel esmeril de menor nà ºmero. v Al finalizar, lave muy bien la probeta, con abundante agua y sus manos con agua y jabà ³n. Limpie con un paà ±o la mesa de lijas, asegà ºrese de no dejar charcos de agua luego de finalizado su trabajo.  · PULIDO Este es uno de los pasos mà ¡s crà ­ticos de la preparacià ³n metalogrà ¡fica, por lo tanto antes de comenzar, lave muy bien con abundante agua el paà ±o que va a utilizar, para evitar la presencia de restos de metal o abrasivos que puedan estropear su proceso de pulido. v Agregue una pequeà ±a cantidad del abrasivo de tamaà ±o de partà ­cula mà ¡s grueso (suspensià ³n de alà ºmina de 1 micrà ³n, generalmente) al paà ±o de pulido y gradà ºe el grifo hasta tener un goteo de agua constante. v Coloque la muestra sostenià ©ndola firmemente sobre el disco rotatorio ejerciendo una presià ³n moderada, para asegurar un pulido parejo y evitar que la probeta sea proyectada por el movimiento del disco. v La probeta debe moverse suavemente desde la periferia hacia el centro del paà ±o y viceversa. Tambià ©n puede girarse en sentido contrario al movimiento del disco. La tà ©cnica y destreza para efectuar el pulido dependerà ¡ en gran parte de la muestra en estudio. v Pida la opinià ³n de su instructor y de ser necesario (la mayorà ­a de las veces lo es) pase a otro paà ±o y continà ºe el pulido con abrasivo de tamaà ±o de partà ­cula mà ¡s fino (suspensià ³n de alà ºmina de 0,3 micrones, generalmente) o con algà ºn otro tipo de abrasivo, esto dependerà ¡ de la muestra que usted està © preparando. v Una vez que su muestra haya alcanzado una superficie plana tipo espejo, là ¡vela con abundante agua, rocà ­ela con alcohol, evitando la presencia de rastro alguno de humedad que pueda crear confusià ³n al momento del anà ¡lisis microscà ³pico. Una vez mà ¡s colabore con el mantenimiento del laboratorio y limpie, con un trapo, todo resto de agua y de suspensià ³n abrasiva que su trabajo haya podido dejar. v Observe su muestra pulida al microscopio, esta observacià ³n, dependiendo de la aleacià ³n, puede ser de significativa importancia a la hora de observar ciertos aspectos microestructurales, tales como ciertas fases e inclusiones, asà ­ como otros defectos propios del material (grietas y porosidades) e inclusive defectos generados en la etapa de pulido (colas de cometa y rayas). PRACTICA NO. 12 Ataque quà ­mico y microscà ³pica à ³ptica.  · OBJETIVOS †¢ Introducir al estudiante en la tà ©cnica del ataque quà ­mico como herramienta para revelar la microestructura de probetas preparadas metalogrà ¡ficamente. †¢ Conocer las partes constituyentes, usos y cuidados del Microscopio Óptico (MO)  · INTRODUCCIÓN TEÓRICA: Sin duda, desde el punto de vista cientà ­fico-tà ©cnico, el aliado mà ¡s importante del ingeniero de materiales es el microscopio, debido a que gracias a à ©l, se puede observar la microestructura, responsable directa del comportamiento mecà ¡nico y fisicoquà ­mico de los materiales. El microscopio utilizado para el anà ¡lisis microestructural de materiales se denomina microscopio à ³ptico metalogrà ¡fico (MO), el cual difiere de los microscopios comunes, en que funciona con luz reflejada sobre la muestra y no con luz transmitida a travà ©s de à ©sta. Luego del pulido, la microestructura del material se ve ocultada por una pequeà ±a capa de metal distorsionado y plà ¡sticamente deformado, que puede ser disuelto a travà ©s del uso de diversas sustancias quà ­micas, denominadas reactivos, las cuales actà ºan generando un proceso de corrosià ³n selectiva que permite, dependiendo del caso, hacer visibles aspectos microestructurales tales como los là ­mites de grano y las diferentes fases que conforman una aleacià ³n.  · PREPARACIÓN PREVIA: Antes de realizar la prà ¡ctica el estudiante debe indagar sobre los siguientes aspectos relacionados con el desarrollo de la misma: v Teorà ­a del ataque quà ­mico y reactivos quà ­micos mà ¡s usuales para el ataque de aleaciones ferrosas y no ferrosas. v Toxicidad y manejo de los reactivos indagados. v Teorà ­a del funcionamiento del microscopio metalogrà ¡fico y sus diferencias con el microscopio biolà ³gico. v Usos, partes constituyentes y cuidados del microscopio metalogrà ¡fico. Se recomienda ademà ¡s que el estudiante venga al momento de la prà ¡ctica preparado con suficiente algodà ³n para preservar su probeta, asà ­ como tambià ©n con un recipiente apropiado para resguardarla. Deberà ¡ tambià ©n procurarse un par de guantes de là ¡tex, de tipo cirujano, para las labores de ataque quà ­mico.  · DESARROLLO EXPERIMENTAL: Materiales y Equipos: †¢ Muestra (s) metà ¡lica (s) pulida (s). †¢ Reactivos quà ­micos. †¢ Pinzas para sujecià ³n de probetas. †¢ Guantes de Là ¡tex. †¢ Microscopio Óptico. †¢ Alcohol. †¢ Algodà ³n y recipiente para guardar las probetas.  · Procedimiento Experimental: . Ataque quà ­mico de la superficie pulida y observacià ³n al microscopio. Este es otro de los aspectos crà ­ticos de la preparacià ³n metalogrà ¡fica, y el que quizà ¡ requiere de mà ¡s cuidados a la hora de ser implantado. Cuà ­dese de evitar el contacto de los reactivos quà ­micos con su piel o con los ojos y utilice guantes de là ¡tex y pinzas para sujetar la probeta mientras la sumerge en los reactivos de ataque. Evite la aspiracià ³n de los gases generados durante la reaccià ³n de ataque y trate en lo posible de trabajar dentro de la campana de gases. †¢ Ataque su muestra con el reactivo que usted haya seleccionado de acuerdo a las caracterà ­sticas de su muestra. Existen varias tà ©cnicas, pero puede hacerlo por inmersià ³n de la superficie pulida en el reactivo, o pasando delicadamente un algodà ³n impregnado del reactivo sobre la superficie. Si tiene alguna duda plantà ©esela al instructor. †¢ Una vez completado el tiempo de ataque, lave cuidadosamente su muestra bajo el chorro de agua, rocà ­ela con alcohol. †¢ Observe la muestra al microscopio y si à ©sta resulta sobreatacada, repita el proceso de desbaste fino (lijado) desde el à ºltimo papel (grano mà ¡s fino) y vuelva a pulir en los paà ±os su muestra. Vuelva a atacar acortando el tiempo del proceso. Si la pieza resulta subatacada, sà ³lo tiene que continuar el ataque por mà ¡s tiempo. †¢ Observe muestra al microscopio bajo supervisià ³n del instructor, con ayuda del encargado del laboratorio y fundamentà ¡ndose en el criterio que debe haber desarrollado a la luz de sus conocimientos y de su preparacià ³n previa a la prà ¡ctica. PRà CTICA NO. 13 ENSAYO JOMINY * Objetivos 1.1 Aplicar el Mà ©todo Jominy para determinar la templabilidad de los aceros. 1.2 Interpretar los resultados del Ensayo Jominy. Aplicar estos resultados en la clasificacià ³n de los aceros en funcià ³n de la templabilidad. 1.3 Determinar el perfil de temperaturas y de velocidades de enfriamiento. 1.4 Relacionar las velocidades de enfriamiento con las microestructuras obtenidas en las diferentes zonas de la probeta Jominy. 1.5 Evaluar la eficiencia del sistema enfriante y corroborar la validez del ensayo Jominy. * Pre-laboratorio: Antes de realizar la prà ¡ctica el estudiante debe indagar sobre los siguientes aspectos, relacionados con el desarrollo de la misma. 3.1 Curvas Jominy para el acero a ser ensayado. 3.2 Influencia de los elementos de aleacià ³n en la templabilidad de los aceros. 3.3 Relacià ³n entre el Ensayo Jominy y las curvas tiempo temperatura transformacià ³n. 3.4 Factores que afectan a los ensayos de dureza y escala de dureza a utilizar. 3.5 Quà © puntos realmente interesan de la curva Jominy. 3.6 Caracterà ­sticas de las transformaciones perlà ­ticas y martensà ­ticas. 3.7 Caracterà ­sticas del Ensayo Jominy.  · Materiales Una probeta Jominy de acero AISI 1045, de dimensiones estandarizadas de acuerdo a la norma ASTM. Adicionalmente, à ©stas deben estar perforadas sobre la superficie opuesta al extremo a ser templado. * Procedimiento En el Laboratorio de Tratamientos Tà ©rmicos: Se introduce la probeta Jominy en el horno de tratamiento tà ©rmico, el cual ha sido precalentado a la temperatura de austenizacià ³n adecuada. La temperatura y el tiempo de permanencia de la probeta en el horno debe haber sido especificados y determinados por Ud. Recuerde: El cà ¡lculo adecuado de las variables de operacià ³n en este caso; temperatura y tiempo, influyen en forma determinante en los resultados del ensayo. Luego de haber transcurrido el tiempo de mantenimiento, extraiga rà ¡pidamente la probeta del horno y colà ³quela en el sostà ©n de la cuba Jominy. Anteriormente debe haber comprobado que dicha cuba cumple con todos los requisitos establecidos en la norma. Realice el enfriamiento durante el tiempo estipulado en la norma antes mencionada. Una vez transcurrido el tiempo de ensayo, retire la probeta del sostà ©n y termà ­nela de enfriar en agua. 5.1.4 Practicas en el Laboratorio de Maquinas-Herramientas CILINDRADO INTERIOR EN EL TORNO Objetivo Hacer un agujero de un dià ¡metro y longitud determinada a una pieza metà ¡lica Materiales y equipos Pieza metà ¡lica Broca Mandril Cuchilla para trabajar interior Refrigerante (taladrina) Torno Procedimiento 1 º Se coloca la pieza en el plato 2 º Se gradà ºa el torno a la velocidad adecuada 3 º Se monta el mandril en el cabezal mà ³vil y luego se coloca la broca en el mandril 4 º Se lleva el cabezal mà ³vil hasta que la punta de la broca roce el centro de la pieza 5 º Se acciona la palanca de arranque del torno y con una manivela que tiene el cabezal mà ³vil en la parte posterior se le da profundidad del agujero que se desea hacer; el ancho del agujero lo determina el dià ¡metro de la broca o la cantidad de corte que se le de al agujero con la cuchilla de interior FRESADORA La fresadora es una mà ¡quina herramienta en la cual la pieza està ¡ fija y la herramienta es la que gira para efectuar el corte. 1. Base 2. Cuerpo 3. Caja de cambio ce avances 4. Palanca para el cambio de los avances 5. Caja de cambio de velocidades 6. Tirante para la fijacià ³n del eje portafresa 7. Eje principal 8. Palanca para el cambio de las velocidades 9. Puente 10. Volante para el desplazamiento del puente 11. Eje portafresa 12. Soporte intermedio del eje portafresa 13. Guà ­as del puente 14. Soporte extremo del eje portafresa 15. Riostras 16. Ranura central de la mesa 17. Manivela para traslacià ³n horizontal de la mesa 18. Mesa 19. Guà ­as de la mesa 20. Volante para el desplazamiento transversal de la mesa 21. Volante para la traslacià ³n horizontal de la mesa 22. Guà ­as para el carro portamesa 22. Manivela para la traslacià ³n vertical de la mà ©nsula 23. Carro portamesa 24. Manivela para la traslacià ³n vertical de la mà ©nsula 25. Palanca para el desplazamiento automà ¡tico transversal y horizontal de la masa 26. Columna soporte de la mà ©nsula 27. Palanca para la fijacià ³n de la mà ©nsula 28. Palanca para la inversià ³n de avance 29. Husillo para la traslacià ³n vertical de la mà ©nsula 30. Mà ©nsula 31. Guà ­a para la mà ©nsula 32. Eje de transmisià ³n de los avances FRESAS Las fresas tienen formas algo complicadas y puede decirse que està ¡n compuestas por un conjunto de elementos, cada uno de los cuales intervienen en diferente medida en el corte del material. Los distintos elementos de las fresas se designan con tà ©rminos tà ©cnicos que, en conjunto, forman la nomenclatura o terminologà ­a de las fresas. Varios de ellos pueden ser: Cuerpo de la fresa Arista de corte Periferia Dià ¡metro Caras y ancho de las fresas Cara del diente o cara del corte Cara de incidencia à ngulo de incidencia à ngulo de desprendimiento de viruta à ngulo de filo à ngulo de hà ©lice Prà ¡ctica NO. 20 FRESADO PLANO Objetivo Hacer una pieza con una cara plana Materiales y equipos Barra de aluminio Fresa frontal de dos cortes Refrigerante Fresadora Procedimiento 1 º Se monta una prensa o tornillo de sujecià ³n en la mesa de la fresadora y se sujeta la barra en la prensa 2 º Se monta la fresa en el eje porta fresas 3 º Se gradà ºa la velocidad en la caja de cambio de velocidades 4 º Con la manivela para la traslacià ³n vertical de la mensura se le da la profundidad de corte a la pieza 5 º Con el volante para la traslacià ³n horizontal de la mesa se procede a darle el corte a la pieza Los pasos 4 y 5 se repiten hasta que la pieza llegue al grosor deseado. Nota: Este procedimiento se emplea tambià ©n para el fresado frontal y para una combinacià ³n de ambos al mismo tiempo (fresado plano y frontal). Lo à ºnico que cambia es el emplear la fresadora. RANURA EN FORMA DE V Objetivo Hacer un canal en forma de V a lo largo de toda la pieza Materiales y equipos Pieza rectangular Fresa angular doble Refrigerante Fresadora Procedimiento 1 º Se sujeta la pieza a la mesa de la fresadora 2 º Se monta la frase angular doble en el eje porta fresas 3 º Se gradà ºa la velocidad en la caja de cambio de velocidades 4 º Con la manivela para la traslacià ³n vertical de la mà ©nsula se le da la profundidad de corte a la pieza 5 º Se acciona la palanca para el desplazamiento automà ¡tico horizontal de la mesa y se efectà ºa el corte a lo largo de la pieza Nota: Este procedimiento es el mismo a seguir para las siguientes operaciones: Hacer una ranura semicircular Hacer tornos de seccià ³n semicircular Hacer chaveteros Hacer ranuras en forma de T Hacer ranuras en cola de milano La à ºnica diferencia que hay entre estas operaciones es la forma de la fresa. Prà ¡ctica NO. 22 ENGRANAJE Objetivo Hacer un pià ±Ãƒ ³n o engranaje Materiales y equipos Barra de aluminio Cuchilla para cilindrar Fresa de modulo Refrigerante Torno Fresadora Mandril Broca Procedimiento 1 º Se coloca la barra en el plato del torno 2 º Se monta la cuchilla para cilindrar en la torre en forma para cilindrar 3 º Se gradà ºa la velocidad en la caja de cambio y la profundidad de corte en el carro transversal 4 º Se acciona la palanca de arranque y se procede a trabajar la pieza con el carro longitudinal hasta llegar al dià ¡metro requerido para el pià ±Ãƒ ³n o engranaje 5 º Se coloca la cuchilla en posicià ³n para refrentar y se procede a hacer dicho operacià ³n hasta llegar al espesor requerido 6 º Se hace un agujero pasante en el centro de la pieza de dià ¡metro que ajuste en el eje que va a ser montado el pià ±Ãƒ ³n. Este agujero se hace con una broca montado en un mandril el cual va montado en el cabezal mà ³vil 7 º Se desmonta la pieza del torno y se fija en el divisor que està ¡ sobre la mesa de la fresadora 8 º Se coloca la fresa de mà ³dulo en el eje porta fresa y se gradà ºa la velocidad y la profundidad de corte 9 º La cara plana de la pieza debe quedar perpendicular a la fresa 10 º Con los cà ¡lculos obtenidos de antemano se procede a trabajar la pieza. Despuà ©s del primer corte se debe de dar el nà ºmero de vueltas necesario al plato divisor, para dar el segundo corte y formar el primer diente; este à ºltimo procedimiento se realiza hasta que todos los dientes queden formados LIMADORA Prà ¡ctica No. 23 Objetivo Hacer una pieza de superficie plana 1. Mesa (Con letras A, B, C y D) Materiales y equipos Una barra de acero Una cuchilla Refrigerante (aceite o taladrina) Limadora Procedimiento 1 º Se fija la pieza en la mesa 2 º Se gradà ºa el avance de la mesa, la profundidad de corte y el nà ºmero de golpes del cabezal o carnero 3 º Se repite el nà ºmero de corte hasta llegar a la longitud y el espesor requerido Prà ¡ctica No. 24 Objetivo: Hacer un maquinado[1] en la fresadora CNC Procedimiento: La seguridad primero * Asegà ºrese de que todos saben dà ³nde està ¡ y cà ³mo se activa el botà ³n de parada de emergencia * Nunca deje objetos extraà ±os en el à ¡rea de maquinado (calibres, cepillos, latas de lubricantes, piezas ya maquinadas, etc.) * En ninguna circunstancia trate de acceder a la zona de maquinado mientras haya partes en movimiento * Use las herramientas provistas para ajustar puntas y fresas. La secuencia de operaciones: 1. Comience la ejecucià ³n con el software de maquinado, en realidad virtual (VRT o VRM) 2. Cargue, cree o edite su programa de CNC 3. Actualice la configuracià ³n de herramientas que tiene cargada el software 4. Simule el programa de maquinado en 2D o 3D (aunque es menos vistosa, la simulacià ³n en 2D es sumamente à ºtil y clara) 5. Encienda su mà ¡quina de CNC 6. Lleve los ejes a la posicià ³n de reposo (desde la lengà ¼eta Home) 7. Prepare las herramientas de la mà ¡quina, de manera que se correspondan con la configuracià ³n que cargà ³ en el software 8. Cargue la pieza de materia prima en el plato o banco 9. Ajuste el offset de la pieza y las herramientas Ejecute el maquinado Practica NO. 25 Objetivo: Hacer un torneado cà ³nico en el torno CNC Procedimiento: Funcionamiento del ciclo G81 en cada paso de torneado. Forma en la que se realiza cada paso de torneado: * 1-2: Desplazamiento en avance rà ¡pido (G00). * 2-3: Desplazamiento al avance programado en G01. * 3-4: Si se programa el parà ¡metro D, el desplazamiento es en avance rà ¡pido (G00) Si no se programa el parà ¡metro D, el desplazamiento es al avance programado en G01, siguiendo el perfil (este es nuestro caso). 4-5: Desplazamiento de retroceso en avance rà ¡pido (G00). Practica NO.26 Objetivo: Hacer un torneado de tramos curvos Introduccià ³n: Funcionamiento general del ciclo fijo G84. * Este ciclo realiza el cilindrado de un tramo curvo. * El tramo se definirà ¡ programando los valores de los diferentes parà ¡metros que componen el ciclo (los parà ¡metros se explican en mà ¡s adelante). * El ciclo mantiene el paso de profundidad especificado entre las sucesivas pasadas del cilindrado. * El ciclo realiza el cilindrado en desbaste y permite seleccionar, si se desea realizar una pasada de acabado con la misma herramienta tras finalizar el desbaste o no. Forma en la que se realiza cada paso de torneado: * 1-2: Desplazamiento en avance rà ¡pido (G00). * 2-3: Desplazamiento al avance programado en G01. * 3-4: Si se programa el parà ¡metro D, el desplazamiento es en avance rà ¡pido (G00). Si no se programa el parà ¡metro D, el desplazamiento es al avance programado en G01, siguiendo el perfil (este es nuestro caso). * 4-5: Desplazamiento de retroceso en avance rà ¡pido (G00). TALADRADORA Prà ¡ctica: 27 Objetivo Hacer un agujero a una plancha de metal Materiales y equipos Plancha de metal Broca Mandril Prensa o tornillo de sujecià ³n Refrigerante Taladradora Procedimiento 1 º Se monta el mandril en el eje principal y la broca en el mandril 2 º Se monta la prensa en la mesa superior y la plancha se sujeta en la prensa 3 º Con el volante para el avance sensitivo se procede a hacer el agujero Esmerilado: Es un proceso de remocià ³n de material en el cual las partà ­culas abrasivas està ¡n contenidas en una rueda de esmeril que opera a velocidad superficial muy alta. La rueda de esmeril tiene forma de disco balanceado con toda precisià ³n para soportar altas velocidades de rotacià ³n. Mà ©todo de Ruta Critica[2] para el cà ¡lculo de las actividades en el Laboratorio. El anà ¡lisis comienza con una descripcià ³n del proyecto en tà ©rmino de de actividades y eventos. A- Comienzo de obtencià ³n de materiales B- Terminacià ³n de obtencià ³n de materiales pieza 1 C- Terminacià ³n de obtencià ³n de materiales pieza 2 D- Terminacià ³n de trabajo de mà ¡quina pieza 1 E- Terminacià ³n de trabajo de mà ¡quina pieza 2 F- Comienzo de ensamble G- Terminacià ³n de ensamble H- Terminacià ³n de inspeccià ³n y prueba Este modelo puede variar dependiendo del tipo de pieza Control de Calidad en Cada Prà ¡ctica El control[3] incluye una secuencia universal de pasos: v Elegir un sujeto de control v Seleccionar una unidad de medida v Establecer una meta para el sujeto de control v Seleccionar un sensor v Medir el desempeà ±o real v Interpretar la diferencia entre està ¡ndar y real v Realizar una accià ³n sobre esa diferencia [4]Proceso de Produccià ³n El proceso de produccià ³n es el procedimiento tà ©cnico que se utiliza en el proyecto para obtener los bienes y servicios a partir de insumos, y se identifica como la transformacià ³n de una serie de insumos para convertirlos en productos mediante una determinada funcià ³n de produccià ³n. Conclusiones: Las prà ¡cticas presentadas cumplen con el marco de referencia educativo dominicano que tiene como funcià ³n garantizar la eficiencia y la eficacia global del mismo. Se ha tomado en cuenta la evaluacià ³n de los procesos docentes y los servicios que intervienen en la actividad educativa para satisfacer las necesidades de la sociedad: v El rendimiento de los aprendizajes alcanzados por los estudiantes; v El grado de coherencia alcanzado entre los fines educativos, las estrategias para alcanzarlos y los resultados; v La inversià ³n de recursos, su racionalidad y adecuacià ³n que garanticen la puesta en prà ¡ctica de la accià ³n educativa; v El peso de la innovacià ³n, la investigacià ³n y la experimentacià ³n educativas; v Las caracterà ­sticas socioeconà ³mica, afectiva, fà ­sica y social del alumno; v Las caracterà ­sticas personales y profesionales de los educadores, la calidad de vida y las facilidades de que dispongan; v La programacià ³n acadà ©mica, los contenidos curriculares y los materiales didà ¡cticos, deben estar en constante actualizacià ³n; v Los procesos de aprendizaje. v Las condiciones fà ­sicas desde el punto de vista del ambiente en que se desarrolla la actividad educativa, incluyendo aulas, laboratorios, bibliotecas, canchas deportivas, à ¡reas de recreacià ³n, servicios de agua potable e iluminacià ³n y equipamiento; v El grado de compromiso y la intervencià ³n de la familia, el hogar y la comunidad en el proceso educativo; v La orientacià ³n educativa y profesional; La investigacià ³n educativa que se aplica para identificar los problemas del sistema y adoptar los correctivos a los mismos. v Se deberà ¡n integrar las prà ¡cticas de corto tiempo para que se puedan ejecutar todas las prà ¡cticas durante el semestre ya que el nà ºmero de prà ¡cticas excede al nà ºmero de semanas. 6. Administracià ³n de las Adquisiciones del Proyecto El conjunto[5] de actividades comprendidas en el quehacer de la funcià ³n adquisiciones conforman, normalmente, el segundo bloque de la là ­nea crà ­tica en proyectos complejos. En un sentido amplio, su tarea consiste n abastecer la obra con todos los elementos necesarios (maquinaria, equipos, repuestos, instrumentos, instalaciones, suministros de construccià ³n y servicios), en las condiciones de costo, calidad y oportunidad, requeridas por el proyecto. Una caracterà ­stica sobresaliente de las adquisiciones es su estrecha interrelacià ³n con las demà ¡s funciones, sobre todo en proyectos intensivos en bienes de capital de origen importado, tecnolà ³gicamente complejos, con programacià ³n acelerada (ruta rà ¡pida) o financiamientos condicionados. Las formas en que es posible abordar el abastecimiento de maquinarias, equipos y suministros, son variadas, si se tiene en cuenta el tamaà ±o del proyecto, la existencia y confiabilidad de los servicios de la organizacià ³n perm anente, la complejidad de las adquisiciones, y la modalidad que se defina para los contratos de construccià ³n. Diseà ±o de Formularios y Mecanismos de Control Adquisicià ³n de equipos El laboratorio[6] debe disponer de polà ­tica y procedimiento para la seleccià ³n y adquisicià ³n de los equipos, que incluya: * Especificacià ³n de las caracterà ­sticas necesarias, de acuerdo con los requisitos de tolerancias e incertidumbres. * Seleccià ³n y evaluacià ³n de los proveedores. El laboratorio debe evaluar a los proveedores y mantener un registro de estas evaluaciones. Es recomendable, siempre que sea posible, seleccionar los suministradores que cumplen con la Norma UNE-EN ISO/IEC 17025 o que tienen implantado un sistema de calidad acorde, por ejemplo, con las normas ISO 9000. * Requisitos solicitados al proveedor, tales como: documentacià ³n, certificado de calibracià ³n o verificacià ³n, periodo de garantà ­a, periodo de entrega, etc. En la adquisicià ³n de los equipos nuevos el laboratorio deberà ­a exigirle, a los fabricantes o distribuidores, la disponibilidad del Manual de Instrucciones del equipo en espaà ±ol. * Anà ¡lisis de las ofertas frente a las especificaciones y seleccià ³n de los equipos. Todas las actividades, relacionadas con la compra de los equipos y materiales, convienen documentarlas y archivarlas. Recepcià ³n de equipos Cuando el laboratorio recibe el equipo o material debe constatar, en primer lugar, que: * Se corresponde con las caracterà ­sticas y especificaciones del pedido o solicitud de adquisicià ³n, * Va acompaà ±ado de la documentacià ³n adecuada y completa (por ejemplo los certificados de calibracià ³n o conformidad, si son necesarios). * El laboratorio debe tener establecido un procedimiento que * Asegure que los equipos recibidos no sean utilizados o puestos en * servicio hasta que: * Se haya comprobado que no han sufrido ningà ºn daà ±o y funcionan * correctamente, * Hayan sido calibrados o verificados, cuando se considere necesario, * De que cumplen las especificaciones requeridas, debiendo mantenerse un registro de las medidas adoptadas para comprobarlo. Los equipos recibidos, cuando ya està ©n disponibles o instalados para realizar la funcià ³n para la cual han sido adquiridos, deben darse de alta, codificarse y etiquetarse, y ser incluidos en el inventario de los equipos disponibles del laboratorio. Inventario y codificacià ³n de equipos El inventario o listado (o base de datos) de los equipos disponibles debe incluir, como mà ­nimo, los equipos utilizados para realizar ensayos y/o calibraciones que tengan una relacià ³n directa con los resultados, asà ­ como aquellos equipos auxiliares que requieren de algà ºn tipo de control, mantenimiento, verificacià ³n o calibracià ³n. En el inventario deberà ¡ constar la fecha de su elaboracià ³n y, como mà ­nimo, el cà ³digo del equipo, la denominacià ³n del equipo, la marca, el modelo, el no. de serie, y la fecha de alta. El cà ³digo del laboratorio debe identificar al equipo de forma univoca y permitir relacionarlo con la documentacià ³n que se va generando (etiquetas, ficha/registro, procedimientos de funcionamiento, de mantenimiento y calibracià ³n, registros de datos, certificados de calibracià ³n, diarios de uso, etc.) y con su historial a lo largo de los aà ±os (averà ­as, sustituciones, modificaciones, etc.). El laboratorio debe mantener actualizado el inventario de los equipos disponibles, para ello serà ¡ necesario establecer un procedimiento del control y/o comunicacià ³n (por ejemplo, mediante impresos) de las altas, bajas o traslado